I created this project for a Art lesson I was teaching at Campbell Collegiate in Regina, SK. I was explaining how sound waves could be used to directly create visual images. http://sanctuarytimestwo.blogspot.com/p/lesson-plans.html

1. Class: Art 10 Date: March 16, 2011
Topic: Using Sound to Create Art
Subject: Art
Lesson Plan: 1 of 2 by Jabusch/Bodnarchuk
Content:
Students will explore the shapes that sound waves generate. Students will
examine how sound can be used to generate art.
Objectives:
1) To discover the shapes that sound waves generate.
2) To explore how one art form can be used to generate another.
3) To expand the student’s concept and understanding of “art.”
Assessment:
1) Students will be assessed by interactive questions and the answers
they supply.
2) Students will be assessed as to their creativity and understanding of
how sound can generate art.
Common Essential Learnings:
Communication
Critical and Creative Thinking
Independent Learning
Numeracy
Personal and Social Development
Creative/Productive; Cultural/Historical; Critical/Responsive
Prerequisite Learning:
1) Students have a basic understanding of artistic concepts and
development.
Lesson Preparation:
Equipment/Materials:
Mac laptop with Internet connection (and Data projector, if possible)
The following website:
www.mediacollege.com
Ideally a DVD player and accompanying screen large enough for approximately 30
students to view (if this is unavailable the computer screen will have to suffice)
Paper and coloured pencils for approximately 30 students
DVD containing Sound Painting Dance (slideshow and video)
Stereo system capable of connecting to Mac laptop

2. Visualizer for Mac laptop or PC equivalent
Recording of the music of DJ Lisa Lashes
Advanced Preparation:
This lesson will require the teacher to have excellent understanding of sound
waves. The teacher must have already created examples of art using sound as part
of the demonstration. *In the DVD that accompanies this lesson the footage
contained in the slideshow and video was created by covering a horizontal speaker
with plastic than applying acrylic and watercolour paints to the plastic. The liquid
added was a mixture of cornstarch and water (approx. 2½ tsp. to 1/8 cup water).
Sufficient bass and amplification is needed to generate strong enough sound waves
to create the desired visual effects. In the case of this DVD, the music of DJ Lisa
Lashes was used.
Presentation: (50 min.)
Set: (10 min.)
Teachers will ask the question, what is sound? What shapes does sound
make? Teachers will present a brief analysis of sound waves and the shapes they
create. Use the following information as found on
<file:///Users/peterbodnarchuk/Desktop/Sound%20Waves.webarchive> present
the visual and aural examples shown on this website if possible.
1) Sound waves exist as variations of pressure in a medium such as
air. They are created by the vibration of an object, which causes the
air surrounding it to vibrate. The vibrating air then causes the human
eardrum to vibrate, which the brain interprets as sound.
2) <file:///Users/peterbodnarchuk/Desktop/Sound%20Wave%20Propert
ies.webarchive>
Wavelength: The distance between any point on a wave and the
equivalent point on the next phase. Literally, the length of the wave.

3. Amplitude: The strength or power of a wave signal. The "height" of a
wave when viewed as a graph. Higher amplitudes are interpreted as a
higher volume, hence the name "amplifier" for a device which increases
amplitude.
Frequency: The number of times the wavelength occurs in one second.
Measured in kilohertz (Khz), or cycles per second. The faster the sound
source vibrates, the higher the frequency.
Higher frequencies are interpreted as a higher pitch. For example, when
you sing in a high-pitched voice you are forcing your vocal chords to
vibrate quickly.
3)
<file:///Users/peterbodnarchuk/Desktop/How%20Sound%20Waves%20Interact
%20with%20Each%20Other.webarchive>
How Sound Waves Interact with Each Other
When different waves collide (e.g. sound from different sources) they
interfere with each other. This is called, unsurprisingly, wave interference.

4. Phasing
The following table illustrates how sound waves (or any other waves)
interfere with each other depending on their phase relationship:
Sound waves which are exactly in phase add together to produce a
stronger wave.
Sound waves which are exactly inverted, or 180 degrees out of phase,
cancel each other out and produce silence. This is how many noise-
cancellation devices work.
Sound waves which have varying phase relationships produce differing
sound effects.
Development: (35 min.)
1) Students will now be given a sheet of paper and pencil crayons and asked to
draw soundwave images of what they hear. Add various colours as the sound
changes and returns. The drawing does not have to be a linear timeline of the
music. Teacher will play the music of DJ Lisa Lashes. (5 minutes)
2) Students will now be given an opportunity to discuss what they heard and
the visual response they generated. (10 minutes)
3) Teacher will now present the Slideshow of Sound Painting Dance. It will be
played again if necessary. This will be followed by a discussion about how it
was created and the result of the sound waves used to generate the images
shown. Describe the music used to create these images. (5 minutes)

5. 4) Play the video demonstrating the actual process and discuss with the class
what the resultant images might have been if different music had been used.
(5 minutes)
5) Ask the class who is familiar with the Visualizer (I’m sure many will be). Play
the music of DJ Lisa Lashes once again, this time with the Visualizer turned
on. Discuss with the class what they saw. How did the images respond to the
music? When did the colours changed? Did the shapes represent the music?
(10 minutes)
Closure: (5 min.)
Restate to the students the shapes of sound waves and how they can generate
images. Wavelength (distance from any point on the wave and the equivalent point),
Amplitude (higher the wave, greater the volume), and Frequency (greater the
frequency, higher the pitch). Low pitches and volume tend to create greater bounce
when applied to liquids as compared to higher pitches that generate quicker
responses but less bounce. Ask the students to bring a recording (preferably on
their own IPOD) of their favorite music for the next class as they will be using that to
create an image that they feel represents that piece of music. Ask the class to
consider the images of Linend Gledhill. See:
<http://www.google.ca/images?client=safari&rls=en‐us&oe=UTF‐
8&redir_esc=&q=Linden+Gledhill&um=1&ie=UTF‐
8&source=univ&sa=X&ei=2UN8TeqTENH3rAHQ6535BQ&ved=0CDQQsAQ> Google
Linend Glenhill.
Classroom Management Strategies:
1) Class discussion – maintain student attention with creative intellectual
involvement.
2) Individual work – students will be asked to respond to the idea of sound
generating images.
Professional Development Plan:
Focus: Clarity of Information
How I plan to achieve my focus:
1) Equal distribution of control between team teaching partners.
2) General support towards each other to clarify student questions and simplify
concepts.
3) Proceed throughout lesson at a reasonable pace. There is a lot of information
here so taking your time in its presentation is vital.
Evidence of Success (Anticipated Outcome): Students generate their own creative
image representing the music of DJ Lisa Lashes.

6. Data Collection Form:
Topic: Using Sound to Create Art
Date: March 16, 2011
Name: Peter Bodnarchuk & Leah Jabusch
Observer(s): Ladd Fogarty
Professional Target: Clarity of Information
Instructions for Observer: Please observe our teaching and note our ability to
team teach this subject with utmost clarity and simplicity.
Record Data:
1. Were our instructions to the class clear and succinct?
2. Did we give strong evidence as to the knowledge of the subject at hand?
3. General support towards each other to clarify student questions and
simplify concepts?
4. Proceed throughout lesson at a reasonable pace. There is a lot of
information here so taking your time in its presentation is vital.